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              Subject-subject interaction in education.

Exam: Essays

Discipline: Introduction to the pedagogical profession

Student: Ivan Vladimirovich Chapaksin

Specialty: Chemistry

Group: polylingual

Course: 2

Date: 07 /01/2018.

Lecturer: Shumeiko Tatyana Stepanovna

Plan:

1)    Subject-subject interaction in education.

The subject - subject relationships - are interpersonal relationships, which are based, first of all, on the acceptance of each other as values in themselves and presuppose an orientation to the uniqueness of each of the subjects (a dictionary of psychology).

A necessary prerequisite and at the same time the result of the subject-subject relationship between the teacher and the parent is pedagogical activity, which is not carried out in the form of an impact on the parents (subject-object relations), but in the form of interaction between the teacher and the parent. In these relations it is supposed to be open for interaction, the need for equal cooperation and mutual understanding. This interaction acts as an integrating factor of the pedagogical process, contributing to the emergence of personal neoplasms in each of the subjects of this process. The transition to pedagogical interaction allows the development of both a teacher and a parent.

In my work, almost every teacher had to be a class teacher. Being a class teacher, the teacher performs very important and responsible tasks. He is the organizer of educational work in the classroom and mentor of students, organizes and educates the student team, unites the educational efforts of teachers, parents and the public, interacts with parents. The individuality of the child is initially formed in the family. The educational work of the school can not be built without taking this factor into account. Only the creation of a single educational environment can guarantee, perhaps, a high achievement of the planned results.

    Working with parents is aimed at ensuring that family education is in harmony with the system of school education, and the educational results of the school are not "erased" by the family. So that there is no pedagogical confrontation between the family and the school, from which the student suffers, first of all, and his development.

It is necessary to create a single educational environment in which parents' education has two main tasks: "the accumulation of pedagogical knowledge necessary for parents to raise children and self-development (self-education) of parents."

     By its status, the class teacher at the school is the main subject of educational work with the parents of students. He develops the basic strategy and tactics of interaction between the school and the family in the education of the student's personality; being an expert in the field of pedagogy and psychology, he helps parents in resolving the contradictions of family upbringing. In correcting the educational impact of the surrounding social environment. These tasks are determined by the status of the class teacher.

Parents themselves determine the fate of their child, have their own pedagogical position, their own style and tone of the relationship with the child, their own attitude to the pedagogical influences of society and, accordingly, the school. Therefore, the class teacher, guided by a sense of pedagogical tact, interacts with the parents of the students in the role of adviser, consultant-specialist, the direct representative of the educational process carried out by the school. For him, working with parents is one of his concerns, namely, creating an educational environment for the optimal development of students.

     According to the educational position of the interaction between the school and the family, there are five main functions of the class teacher:

1)familiarization of parents with the content and methodology of the educational process;

2)psychological and pedagogical education of parents;

3)Participation in all types of extracurricular activities

4)adjustment of education in the families of individual students;

5)interaction with public organizations of parents.

Thus, familiarization of parents with the content and methodology of the educational process organized by the school is conditioned by the need to work out common requirements. General principles, the definition of the purpose and objectives of education, the selection of its content and organizational forms in family education and in the educational process of the school. Being a class teacher everything that happens in the life of the class and the school, I bring to the attention of the parents, consult with them, involve them in joint work.

     During psycho-pedagogical education, I hold thematic class hours and lectures, invite subject teachers, a school psychologist, I am interested in parents 'opinion on the ongoing educational work in the school, I hold individual meetings with parents, and parents with teachers, and visit students' families if necessary.

Participation in all types of extracurricular activities includes hikes and excursions, as well as their organization, evenings, tournaments, repair and improvement of the school. Participation in the work of the Governing Council, school and class parental committees.

     Correction of education in the families of individual students is the first aspect-the provision of psychological and pedagogical assistance to students. Another direction of the class teacher's care is providing parents with psychological and pedagogical help in solving difficult problems of family education: resolving contradictions in adolescence, preventing the formation of bad habits, preventing offenses, destructive influence of the street, involving in circles, sections during after-hours.

     The interaction of the class teacher with the parents 'social organizations includes work with the parents' committees of the school and class, the Governing Council, etc.

When I hold a parent meeting, I try to be guided by the following rule:

·        before the beginning of the meeting "I leave behind the door" a bad mood

·        the duration of the meeting is not more than 1.5 hours

·        The most pleasant sound for a person is his name, I put before me a list with the names and patronymics of my parents

·        before the beginning of the meeting I announce the questions that I plan to discuss

·        I start with positive, then I speak about negative, I finish meeting with offers for the future

·        I warn parents that not all information can become the property of children

·        I thank everyone who found the time to come

·        in a personal conversation I assess the children's successes regarding their opportunities

·        I bring to my parents the idea that a "bad student" does not mean "a bad person"

·        the parent must leave the meeting with the feeling that he can help his child

The relations with the parents of the school as a whole and the class teacher in particular are developing in different ways. On this depends the degree of mutual understanding and interaction and, ultimately - the effectiveness of the educational process, both school and home. And the best situation is when parents completely, completely accept and understand the school, when they want the child to study at this school. In this situation, parents, as a rule, fully accept all the requirements, facilitate their implementation by children, and help with the organization of the educational process with pleasure.